In recent years, the expansion of screen media, including film, TV, music videos, and computer games, has inspired new tools for both educators and learners. This book illustrates how screen media can be exploited to support foreign language (L2) teaching and learning.
Drawing on a range of theories and approaches from second language acquisition, audio-visual translation, multimodality, and new media and film studies, this book provides both best practices and in-depth research on this interdisciplinary field. Areas of screen media-enhanced learning and teaching are covered across 4 sections: film and broadcast media, in-depth case studies, translation and screen media, and interactive media. With a focus on pedagogical approaches to teaching and learning Spanish, French, German, and English as a Foreign Language, Teaching Languages with Screen Media presents innovative insights in this new interdisciplinary field.
Recenzijos
This book is an updated vision of how screen media can promote foreign language learning. Language students will feel motivated to learn through consuming, analyzing and producing interesting media artifacts that give them extended language learning opportunities beyond the classroom walls. -- M. Carmen Fonseca-Mora, University of Huelva, Spain
Daugiau informacijos
Explores research on different transmedia tools and their current use in second language (L2) teaching and learning.
List of Figures
List of Tables
Acknowledgments
Notes on Contributors
1. Screen Cultures and Language Education: Current and Future Trends in
Teaching, Learning and Research, Carmen Herrero and Marta F. Suarez
(Manchester Metropolitan University, UK)
Part I: Entertainment Media: Informed Research and Practice
2. Screen Media in Language Education: Towards a Student-Centred Approach,
Carmen Herrero, Marta F. Suarez (Manchester Metropolitan University, UK) and
Alicia Sįnchez-Requena (Sheffield Hallam University, UK)
3. Integrating Screen Media into the Language Curriculum, Carmen Herrero
(Manchester Metropolitan University, UK)
4. Bridging the Gaps Left by Boredom and Socio-Cultural Misperceptions: Does
Foreign Film Pedagogy Hold the Answer? Mark Goodwin (University of
Manchester, UK)
5. Teaching Languages to Generation Z Students: The Impact of the Use of
Audiovisual Materials in the Spanish Classroom, Nazaret Pérez Nieto
(University of Cardiff, UK) and Ares Llop Naya (University of Cambridge, UK)
6. Language Education at the BBC: Past, Present and Future, Steven Barclay
(City University London)
Part II: Interactive Screen Media: Informed Research and Practice
7. Designing an International Tourism Fair to Improve Students Learning with
Collaborative Work, Azahara Veroz Gonzįlez and Soledad Dķaz Alarcón
(University of Córdoba, Spain)
8. Translating Film Reviews as a Means of Improving Students Interlinguistic
and Plurilingual Abilities, Mazal Oaknķn (UCL, UK)
9. Benefits and Drawbacks of Using Social Networking Sites in Higher
Education: The Case of Facebook as a Transmedia English Language Teaching
Tool, Jelena Bobkina (Technical University of Madrid, Spain) and Elena
Domķnguez Romero (Complutense University of Madrid)
10. The Kinaesthetics of Gamification: Exploring the Theory behind Exergaming
as a Potential Aid to Language Learning, Chris McGuirk (University of Central
Lancashire, UK)
11. Video-Based Approaches to Foreign Language Pedagogy: Two Case Studies on
Techno-CLIL in the Secondary School Classroom in Italy and the Netherlands,
Michael Thomas (Liverpool John Moores University, UK) and Valentina Morgana
(Universitą Cattolica del Sacro Cuore, Italy)
12. Participatory Video in Practice: Filming with Women from the Sudanese
Community in Bradford, Simona Manni (University of York, UK)
Carmen Herrero is Principal Lecturer of Spanish at Manchester Metropolitan University, UK.
Marta F. Suarez is a Lecturer in Latin American Studies at Manchester Metropolitan University, UK.
